The use of a shiphandling simulator to complement practical training at the Saudi Border Guard Naval Institute [SBGNI]

The dissertation introduces the use of a shiphandling simulator to complement the theoretical training of students at the Saudi Border Guard Naval Institute. A review of the requirements of the 1995 STCW Convention in regard to the use of simulators for training and assessment and the implementation of a quality standard system is undertaken. The training of students and also of experienced mariners is a task for which simulators have become an increasingly valuable tool. The use of simulators for training purposes is especially important for MET institutions in which the practical training of students on board training ships is decreasing and in those areas in which the use of real vessels for training shows a risk to the mariner, to the vessel, to property and to the environment. The background to the development and use of simulators is considered at length and the possibility of having simulators for both training and assessment of performance at the Institute is discussed. One of the conclusions is that trainees at the Institute can be trained in manoeuvring conditions that would take many years to encounter in real life, and that due to the modernisation of the fleet, the experienced mariner can benefit from this type of training when required to transfer to ships of different size, type, propulsion, manoeuvring systems and modem navigational equipment The dissertation concludes that a change is appropriate, if the SBGNI wants to modernise the programs and curriculum and that the actual theoretical training does not guarantee the ability to perform. This would be the role of simulation, to produce practical situations so that trainees could gain experience under controlled and repeatable conditions

The use of maritime simulation for training

This thesis is a study of the growth in maritime simulation in general and its use as a training aid with specific reference to the need for shiphandling simulator programs in Iran. The history of the development of radar and shiphandling simulators is examined and the development of maritime simulators in different countries is outlined. The simulator training programs of three different institutes are looked at as representing different training systems in the world. A training program at the cadet level for the Nautical College of Chabahar is proposed which will cover the four years of the B.Sc program. A series of courses at master, mate and pilot level have been established with the view that maximum advantage can be taken during the times that simulators are not in use for the cadets. The present limitations imposed by the use of simulators are explored and the consequent restrictions on simulator training are discussed. An evaluation of shiphandling simulators and the factors effecting the validity of simulator training is commented upon. Conclusions are drawn and recommendations made with the view to maximizing the benefits to be gained from the use of simulators for skill acquisition and enhanced experience in the maritime world

Team training in safety and security via simulation: a practical dimension of maritime education and training

In the rather extended maritime domain, a term that should be the epicentre of any successful careerbuilding path is tailor-made training via cutting-edge simulators. To cut a long story short, the breadth of operations on the various types of ships has expanded to such a large extent that extensive practical training drills are becoming a compelling need to contribute to competent seafarers. This type of training can guarantee the positive outcome in their decision-making process and help the seafarers often being under continuous pressure, to suitably respond to the various safety and security threats on-board a vessel. The several conventions and codes introduced by the International Maritime Organization (IMO) – including MARPOL (International Convention for the Prevention of Pollution from Ships), SOLAS (International Convention for the Safety of Life at Sea), but moreover ISPS Code (International Ship and Port Facility Security Code) and STCW (Standards of Training Certification and Watch-keeping) being probably the most well-known examples both within and outside the maritime community – posing and requesting significant performance demands on crews. Sophisticated simulation series that promote teamwork and cooperation are the tools urgently needed to maximize training efficacy. Handling safety situations under stress (emergency response), crisis management and reactions towards a security incident are important aspects of Maritime Education and Training (MET). The authors’ approach to address those aspects utilizes enhanced simulation based team training. They argue that an effective way to gain experience and achieve corresponding skills, are practice runs on specially designed simulators that realistically represent complex conditions on-board vessels, following the respective prompts though realistic scenarios. The concept of a safety & security training simulator is introduced; the research work related to the implementation of a learning objective oriented development of simulation training scenarios and the pedagogic value added by simulation to MET are also discussed. A very important recommendation is that maritime training needs should not be regarded simply as a means to achieve regulatory compliance. The value imparted by simulation as a pedagogic tool to the maritime teaching and learning process is tremendous; adopting the learning objective oriented development of simulation training scenarios in order to effectively address pre-identified learning outcomes is the right methodology to nurture competent seafarers

Annual General Assembly of the International Association of Maritime Universities

978-84-947311-7-